The new social, economic and technological context stresses a fundamental transformation of education in order to address new skills. The schools' answer to the challenges of nowadays society is unfortunately delayed. There is a gap between the pace of the society and the school`s adaptation, still very rooted in tradition. The identified needs in all partner schools highlight the urgent actions that our schools must adapt related to:increasing the students' motivation to learn, linking an old and rigid school curriculum with the skills required by the new society,learning barrier that students from at-risk groups have to overcome. Our project aims to develop the capacity of 5 European schools to collaborate at transnational level to capitalize experiences and best practices in order to develop transversal key competencies in students (age 12-15 years old) by developing and testing a toolkit for implementing the flipped classroom methodology, based on using ICT&OER and creating a more active learning environment, in a period of 2 years.The target groups involve not only students(age 12-15 years) belonging to vulnerable groups such economic disadvantaged, migrants, with learning difficulties and special needs, but also high skilled students; teachers involved are working with students with very different backgrounds. The project activities are organised in 3 transversal WP related to Management, M&E and Dissemination (24 months) and 6 operational WP to develop specific activities, achieve the project objectives and build the project results. The proposed activities provide a fluent development of the participants` skills and a "psychological continuity" of their professional growth in implementing the flipped methodology: the tools preparation (first project year) and implementation phase (second project year). The training/learning activities, strongly embedded in the logic of project, develop the participants’ skills on methodology using collaboration and good practices shared. Each transnational training activity is followed by practical activities developed locally, in order to design resources/inputs for the project results. These resources will be tested and improved during the learning activities, in international groups of students, mandatory in embedding the diversity of students’ needs. This strategy of the project implementation allows the project results building step by step, each pocket activity delivering intermediate results. The project methodology is based on the concepts and tools of the Project Cycle Management in order to provide high quality results and fulfilling the objectives.The ToolKit for implementing the flipped methodology (eBook) will provide the methodological support for implementing the flipped classroom.The Case Study: flipped and traditional classrooms compared - specificity of the partnership schools will collect conclusions of implementing the same curricula using flipped and traditional classroom, in each partner school. The Project website will be a dissemination tool and a space for learning for interested stakeholders. Newsletters, press conferences, events will also provide to information about the project activities and its results.Five training activities/5 days joint staff training events and five learning activities for students/5 days short term exchange of students will bring the principles and necessary skills to implement the flipped methodology. This could be a unique occasion for 20 students from vulnerable groups to take part in an international experience and collaborate with EU peers.Students will develop their transversal skills such as the ability to think critically, take initiative, problem solving and work collaboratively, taking responsibilities and decision making, ICT skills. A model of how technologies can be used in learning, personal development and lifelong learning will be developed. Teachers will increase their abilities in designing strategies based on using of ICT&OER and creating a more active learning environment, focused on the students’ needs. The relationship between teachers and students, based on a more deeply understanding of the students’ needs and expectations, reducing the inequity that may arise from differences between learning rhythms will be reinforced. Positive changes in approaching the competence-cantered learning within the school and using different teaching paradigms, attention to vulnerable students, monitoring their progress, providing informed guidance will be stimulated. The flipped classroom methodology principles better understood and more used in learning, even for young students will reinforce the confidence that school equips students with the 21th century skills and better prepared for the next stages of their learning path, equipped for lifelong learning. The capacity of EU schools to collaborate internationally, create and adapt new learning methodological approaches will be improved
The new social, economic and technological context stresses a fundamental transformation of education in order to address new skills. The schools' answer to the challenges of nowadays society is unfortunately delayed. There is a gap between the pace of the society and the school`s adaptation, still very rooted in tradition. Starting from the identified needs, our project aimed to develop the capacity of 4 European schools to collaborate at transnational level to capitalize experiences and best practices in order to develop transversal key competencies in students (age 12-15 years old) by developing and testing a toolkit for implementing the flipped classroom methodology, based on using ICT&OER and creating a more active learning environment, in a period of 2 years. The target groups involved not only students(age 12-15 years) belonging to vulnerable groups such as economically disadvantaged, migrants, with learning difficulties and special needs, but also high skilled students; teachers involved work with students with very different backgrounds. The project activities were organised in 3 transversal WP related to Management, Monitoring&Evaluation (M&E), Dissemination (24 months) and 6 operational WP to develop specific activities, achieve the project objectives and build the project results. The proposed activities provided a fluent development of the participants` skills and a "psychological continuity" of their professional growth in implementing the flipped methodology: tools preparation phase (first project year) and implementation phase (second project year). The training/learning activities, strongly embedded in the project logic, developed the participants’ skills on methodology using collaboration and shared good practices. Each transnational training activity was followed by practical activities developed locally, in order to design resources/inputs for the project results. These resources were tested and improved during the learning activities, in international groups of students, mandatory to embed the diversity of students’ needs. This strategy of the project implementation allowed the project results` building step by step, each pocket activity delivering intermediate results. Four training activities/5 days joint staff training events and four learning activities for students/5 days short term exchange of students brought the principles and necessary skills to implement the flipped methodology. That was a unique occasion for vulnerable groups students to take part in an international experience and collaborate with EU peers. The project methodology was based on the concepts and tools of the Project Cycle Management in order to provide high quality results and fulfilling the objectives. The ToolKit for implementing the flipped methodology (structured as eBook with links to the resources organised in 5 chapters) provides the methodological support for implementing the flipped classroom. The Case Study: flipped and traditional classrooms compared - specificity of the partnership schools collected conclusions of implementing the same curricula using flipped and traditional classroom, in each partner school. The Project website has been a dissemination tool as well as a space for learning for the interested stakeholders. Newsletters, press conferences, events also provided information about the project activities and its results. Students developed their transversal skills such as the ability to think critically, take initiative, problem solving and work collaboratively, taking responsibilities and decision making, ICT skills. A model of how technologies can be used in learning, personal development and lifelong learning was developed. Teachers increased their abilities in designing strategies based on using of ICT&OER, creating a more active learning environment, focused on the students’ needs. The relationship between teachers and students, based on a more deeply understanding of the students’ needs and expectations, reducing the inequity that may arise from differences between learning rhythms was reinforced. Positive changes in approaching the competence-cantered learning within the school and using different teaching paradigms, attention to vulnerable students, monitoring their progress, providing informed guidance were stimulated. The Flipped classroom methodology principles were better understood and more used in learning, even for young students, reinforced the confidence in that school equips students with the 21th century skills and prepared them better for the next stages of their learning path, equipped for lifelong learning. The capacity of EU schools to collaborate internationally, create and adapt new learning methodological approaches was improved.